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All Journal Indonesian Journal of Educational Studies Pinisi Journal of Social Science SeLEC
Anyima, Friday Fidelis
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Arts Humanities Education Languange, Linguistic, Communication & Media Nursing Social Sciences Other

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Intersection of Literature, Culture and Education in Multidisciplinary Contexts Chisunum, Jeffery; Anyima, Friday Fidelis
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 2 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i2.980

Abstract

Amid growing demands for graduates who can navigate the complexities of the twenty-first century, this study explores how integrating literature, culture, and education can reshape undergraduate learning. Drawing on constructivist learning theory, culturally responsive pedagogy, and interdisciplinary frameworks, the research responds to long-standing disciplinary divides that often hinder holistic development. Using a convergent parallel mixed-methods design, the study engaged 384 undergraduates at the University of Delta, Agbor, Nigeria, from January to June 2025. Three guiding aims structured the inquiry: understanding students’ initial interdisciplinary competencies, evaluating the influence of integrated pedagogical interventions, and exploring how culturally responsive teaching enhances learning. The results were compelling. Students exposed to the integrated approach demonstrated notable gains, including marked improvements in interdisciplinary thinking, academic performance, and cultural awareness. Statistical analyses confirmed the strength of these effects, with integrated methods accounting for over half of the variance in academic performance and culturally responsive pedagogy outperforming traditional teaching. Overall, these findings illustrate how deliberately weaving literature, culture, and education can create learning environments that are not only academically rigorous but also culturally meaningful. The study offers practical and theoretical insights for institutions seeking to prepare culturally aware, interdisciplinary thinkers equipped for a rapidly evolving world.
THE INTERACTION EFFECT OF TEACHING STRATEGIES AND GENDER ON STUDENTS’ ACHIEVEMENT IN GOVERNMENT Anyima, Friday Fidelis; Ikwuka, Obiageli Ifeoma; Akudolu, Lilian-Rita
Indonesian Journal of Educational Studies Vol 28, No 2 (2025): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i2.82614

Abstract

In this study quasi-experimental design was adopted, employing a pretest–posttest, non-equivalent control group approach. A sample of 200 students was selected from four secondary schools using stratified random sampling. The experimental group was taught using the interactive/constructivist strategy, while the control group received instruction through the traditional lecture method. Data were collected using the Government Achievement Test (GAT), which was validated and yielded a reliability coefficient of 0.82. The research was guided by two questions and two null hypotheses tested at a 0.05 level of significance using Analysis of Covariance (ANCOVA). Findings revealed that students taught with the interactive strategy achieved significantly higher mean scores in Government than those taught with the lecture method. However, gender was not a significant factor in determining students’ achievement, as both male and female students performed comparably under both strategies. Furthermore, the interaction between teaching strategy and gender was not significant, indicating that the effectiveness of instructional strategies transcends gender differences.
Effectiveness of Think–Pair–Share and Peer Tutoring Instructional Strategies on Secondary School Students’ Academic Achievement in Government in Delta State Anyima, Friday Fidelis; Bassey, Obiageli Ifeoma; Akudolu, Lilian-Rita
Pinisi Journal of Social Science Vol 4, No 2 (2025): September
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/pjss.v4i2.47331

Abstract

This study investigated the effectiveness of Think-Pair-Share (TPS) and Peer Tutoring instructional strategies on secondary school students’ academic achievement in Government in Delta State, Nigeria. Specifically, it examined the main effects of teaching strategies, gender, and their interaction on students’ performance. A quasi-experimental research design, adopting a pretest-posttest non-equivalent control group structure, was employed. The sample consisted of 180 Senior Secondary Two (SS2) students, selected through multistage sampling from six schools. Three intact classes were assigned to experimental groups (TPS and Peer Tutoring) and a control group (lecture method). The instrument used for data collection was the Government Achievement Test (GAT), which was validated and subjected to a reliability test yielding a coefficient of 0.86 using Kuder-Richardson (KR-20). Data collected were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). Findings revealed that students taught with TPS and Peer Tutoring significantly outperformed their counterparts taught using the lecture method. The study further showed no significant main effect of gender on students’ achievement in Government. Similarly, no significant interaction effect was found between teaching methods and gender on achievement. These findings indicate that TPS and Peer Tutoring are more effective than conventional methods and are equally beneficial to both male and female students. It was recommended that teachers adopt interactive and student-centered methods such as TPS and Peer Tutoring in teaching Government to promote active learning and academic success.
Co-Authors Akudolu, Lilian-Rita Bassey, Obiageli Ifeoma Chisunum, Jeffery Ikwuka, Obiageli Ifeoma